Module1-4 assignments

21ST CENTURY LITERACIES Museum Planning Template Theme of Museum Exhibit/Unit: Theme: Apples Grade Level: 1 st grade Module 2 Display/Lesson Title Title: Who is Johnny Appleseed? Standards for Display/Lesson: CC.1.2.1.B- Ask and answer questions about key details in a text. CC.1.2.1.G- Use the illustrations and details in a text to describe its key ideas. CC.1.2.1.I- Identify basic similarities in and differences between two texts on the same topic. CC.1.4.1.A- Write informative/ explanatory texts to examine a topic and convey ideas and information. CC.1.4.1.B- Identify and write about one specific topic. CC.1.4.1.C- Develop the topic with two or more facts. Content Concepts: Simple 1. Who is Johnny Appleseed? 2. What is he famous for doing? Complex 1. What impact did his life have on our lives today? 2. How does this folktale have elements of fiction and nonfiction? Essential Questions: Who is Johnny Appleseed and what did he accomplish in his life? How can we tell if a story is fiction or nonfiction? New Literacy* Activity © 2019 AMERICAN COLLEGE OF EDUCATION 3

21ST CENTURY LITERACIES 3.1.1.A5- Identify and describe plant parts and their function. 4.4.1.C- Describe the life cycles of different plants and animals in a terrestrial habitat. 4.1.1.A- Identify and describe the basic needs of living things in a terrestrial habitat. 4.5.1.C- Describe how pollution affects the health of a habitat. Content Concepts: Simple 1. How do apples grow? 2. What are life cycle stages of an apple? Complex 1. What external factors can affect apple growth? Essential Questions: What are the stages of an apple’s life cycle? What environmental factors can affect apple growth? New Literacy* Activity Introduce with:  Students will listen to the story, “Watch an Apple Grow” by Kirsten Chang on Epic with the teacher in small groups.  While listening, students will complete a guided notes pages about the life cycle of an apple. Promote understanding by:  The teacher will display photos of environmental factors that affect apples (i.e. pests, diseases, etc.) during different stages of their life cycle.  Students will use the images to complete a sort between ‘good’ things for apples and ‘bad’ things. Provide application/ higher-level thinking by:  After discussing different things that can affect apples, we will discuss the question: “how do apples affect us? What would happen if we couldn’t get apples/if all of them were eaten by pests? Who would be affected?”  This discussion would promote economic literacy by helping © 2019 AMERICAN COLLEGE OF EDUCATION 6

21ST CENTURY LITERACIES  What is the scientific method? New Literacy* Activity Introduce with:  Students will start by watching a video to learn facts about apples and get them thinking. o https://www.youtube.com/watch?v=MrUX7vzNCCI  The teacher will focus the first fact (over 7500 kinds of apples) and display at least 5 different kids of apples to the students. Discuss adjectives and which ones we can use to describe the apples. Students will work in small groups to make a mini anchor chart about adjectives for apples’ appearance. Promote understanding by:  The students will engage in a taste test with the apples the teacher displayed. They will add adjectives to their chart about the taste of the apples.  The students will collect data via a tally chart about which type of apple was each student’s favorite. This data will then be converted into a graph. Provide application/ higher-level thinking by:  Have a discussion with the students- what questions do you have about apples? Discuss a few options that would make a good experiment/easy to test out.  The students will work through the scientific process to attempt to answer the question decided upon by the class after the discussion. *Must have multiple content areas within this display/lesson Strategies for differentiation with the display/lesson: Strategy 1: Striving readers will be given a word bank to help make their mini anchor chart. Strategy 2: Striving math learners will work with a partner to complete the graphing activity. © 2019 AMERICAN COLLEGE OF EDUCATION 9

21ST CENTURY LITERACIES Exhibit/Lesson A Emily Tempel American College of Education LIT 5373: 21 st Century Literacies Dr. Kelley Walters 10/7/23 © 2019 AMERICAN COLLEGE OF EDUCATION 12

21ST CENTURY LITERACIES The read-aloud and video will contain the foundational knowledge all students need to complete the tasks in the lesson. Students who are struggling will work on the graphic organizer in a small group with the teacher. This will be a shared writing experience (discussion, teacher writes, students copy). Students who struggle with writing will be given a modified exit ticket in which they will circle fiction or nonfiction and draw picture to help explain their reasoning. Strategies for Average Learners: Average learners will complete the graphic organizer in heterogenous pairs. Facts from both the story and video, will be displayed. They will copy the fact in the correct column in relation to where they learned the fact from (video, story, or both). Their exit ticket will be complete independently. They will write fiction or nonfiction then they may write a sentence or draw a picture with a short caption to explain their reasoning. Strategies for Advanced Learners: Advanced students will be expected to complete the graphic organizer independently then help an average learner complete theirs in a partnership. The partnerships will help increase their knowledge and understanding of the topic. When students take the role of ‘teacher’ it can help increase their depth of understanding. On the exit ticket, they will be expected to write fiction or nonfiction and use sentences to explain their reasoning. Standards: CC.1.2.1.B- Ask and answer questions about key details in a text. CC.1.2.1.G- Use the illustrations and details in a text to describe its key ideas. CC.1.2.1.I- Identify basic similarities in and differences between two texts on the same topic. CC.1.4.1.A- Write informative/ explanatory texts to examine a topic and convey ideas and information. CC.1.4.1.B- Identify and write about one specific topic. CC.1.4.1.C- Develop the topic with two or more facts. © 2019 AMERICAN COLLEGE OF EDUCATION 15

21ST CENTURY LITERACIES References American College of Education. (2022). LIT 5373: Module 2 [Lecture Notes Module2 1 Part 2 Transcript: Stratified Understanding]. Canvas. https://ace.instructure.com/courses/1974890/modules/items/37104167 Emanuel, R., & Challons-Lipton, S. (2013). Visual Literacy and the Digital Native: Anotherr Look Journal of Visual Literacy,32(1), 7-26. https://doi.org/10.1080/23796529.2013.11674703 Gun, E. S. (2013). The Reflections of Layered Curriculum to Learning-Teaching Process in Social Studies Course. Online Submission,6(2), 87-98. Redmond, T. (2015). Media literacy is common sense: Bridging common core standards with the media experiences of digital learners. Middle School Journal, 46(3), 10-17. © 2019 AMERICAN COLLEGE OF EDUCATION 18

21ST CENTURY LITERACIES  Pencil  Environmental factor photos  Good/bad apple sort  Paper exit ticket  Chart paper/markers Essential Questions:  How do apples grow?  What external factors can affect apple growth? Content Areas: ELA Science Overview of the Display/Lesson In this lesson, students will learn about how apples grow, what environmental factors can affect apple grow, and how that affects our local economy. Students start by listening to “Watch an Apple Grow” by Kirsten Chang on Epic in a small group setting to introduce the apple growing life cycle. While listening, students will be completing differentiated guided notes with teacher guidance. To promote understanding, the teacher will display photos of environmental factors that affect apple growth such as pests and diseases. Students will engage in a discussion about how those things can affect the apples. They will demonstrate their learning by completing a boom cards activity in which they are given an environmental factor and deciding if it is good for apples or not. For example, sunshine is good, blight is bad. Lastly, to provide higher level thinking, students will be connecting what they have learned about things that affect apples to the apple orchards in our area. What would happen if most or all of our apples had blight? Who would be affected? The students will engage in a discussion while the teacher record their findings on a chart paper. To finish the lesson, students would be given an exit ticket with the following prompt: What is one thing that would be affected by having no/limited apples? They will provide a simple explanation. © 2019 AMERICAN COLLEGE OF EDUCATION 21

21ST CENTURY LITERACIES IDENTIFIER Literacies Learner DI Delivery Content Level S T AV A D Conten t Proces s Produc t Foundationa l Developmenta l Extende d Visual X X X X X X X X X Digital X X X X X X X X X Economi c X X X X X X x Scientific X X X X X X X X X Critical X X X X X X X X X GLOSSARY Strategies for Struggling Learners: The read-aloud will contain the foundational knowledge all students need to complete the tasks in the lesson. Students will be able to refer back to their guided notes during the entirety of the lesson. Students who are struggling will use an easier differentiated version of the guided notes. This will be a shared writing experience (discussion, teacher writes, students copy). Students who struggle with writing will be given a modified exit ticket in which they will circle something that is bad for the apples and provide one sentence explaining the affect. Strategies for Average Learners: Average learners will complete the graphic organizer in small group with some teacher guidance. They will be using a ‘on grade level’ version of the guided notes. They will be given a word bank to help complete the guided notes. They will be able to refer back to the notes for the entirety of the lesson. Their exit ticket will be complete independently. They will write something that affects apples from a provided word bank then write a sentence explaining the affect. Strategies for Advanced Learners: © 2019 AMERICAN COLLEGE OF EDUCATION 22

21ST CENTURY LITERACIES Advanced students will be expected to complete the guided notes organizer independently or with little teacher guidance. On the exit ticket, they will be expected to write something that affects apples and write at least two detailed sentences explain what it would affect. Standards: Prerequisite standard: 3.1.K.A3- Observe, compare, and describe stages of life cycles for plants and/or animals. 3.1.1.A5- Identify and describe plant parts and their function. 4.4.1.C- Describe the life cycles of different plants and animals in a terrestrial habitat. 4.1.1.A- Identify and describe the basic needs of living things in a terrestrial habitat. 4.5.1.C- Describe how pollution affects the health of a habitat. Process: By using visual and digital literacies in addition to scientific and economic literacies, students will engage in whole group activities, small group work, and independent work. These tasks will show their development of knowledge, application of skills and critical thinking skills. Product: Students of each level are reached through different tasks within this lesson. At the foundational level, students will participate in the initial small group learning by reviewing a prerequisite standard which will be needed to understand the next stages of the lesson. At the developmental level, students learn about some factors that can affect the life cycle they learned about in the foundational level. They will show their new learning by completing a boom card activity. Finally, at the extended level, students work independently on their exit ticket to show the teacher what they have learned while relating to a real-world application. © 2019 AMERICAN COLLEGE OF EDUCATION 23

21ST CENTURY LITERACIES Foundational Level: The foundational level is the small group activity of listening to the story and completing a differentiated guided notes page. This activity will help activate or build their prior knowledge. Developmental Level: In the developmental level, students will view photos depicted environmental effects on apples (i.e., pests, diseases, etc.). The discussion is followed by a virtual sort quiz style activity via boom cards in which students complete independently with the teacher reading the prompts as needed. This will give students the opportunity to show their learning in an interactive manner. Extended Level: As an extended activity, students will engage in a discussion relating the environmental factors to the apples within our local economy. They will discussion who or what would be affected if all or most of our apples were unusable. They will also be given a differentiated exit ticket to complete to show their learning from the discussion. © 2019 AMERICAN COLLEGE OF EDUCATION 24

21ST CENTURY LITERACIES References Esperat, T. M. K., & Loftis, T. M. (2021). Using new literacies to foster student motivation.Literacy Practice & Research,46(1), 1-17.https://doi.org/10.25148/lpr.009339 Rogers, J. (2014). The need for economic literacy for students and teachers: Insights from JohnDewey.Analyses of Social Issues & Public Policy,14(1), 419- 422.https://doi.org/10.1111/asap.12050 View Standards - SAS. (n.d.). SAS - Pennsylvania Department of Education Standards AlignedSystem - SAS. Retrieved November 20, 2022, fromhttps://www.pdesas.org/Standard/View Yalçin, S. A., Yalçin, P., Akar, M. S., & Sağirli, M. Ö. (2017). The effect of teaching practices with real life content in light and sound learning areas. Universal Journal of Educational Research, 5(9), 1621–1631. https://doi.org/10.13189/ujer.2017.050920 © 2019 AMERICAN COLLEGE OF EDUCATION 25

21ST CENTURY LITERACIES Exhibit/Lesson C Emily Tempel American College of Education LIT 5373: 21 st Century Literacies Dr. Kelley Walters 10/22/2023 © 2019 AMERICAN COLLEGE OF EDUCATION 26

21ST CENTURY LITERACIES Introduction In this display/lesson, students will be ‘apple detectives’ as they explore apples using many of their senses. Students will continue to build on their knowledge of apples from the previous lessons. This lesson utilizes multiple subject areas as incorporating other subjects into a lesson can help extend student learning (American College of Education, 2022) Students start out by using their observation skills to use adjectives to describe the appearance of a few of apple varieties. As stated in an article by The National Science Teaching Association, “Observation exercises in the science classroom further boost learning in expansive ways.” (Bensusen, 2020 p. 65) With this in mind, it is important not only for student’s scientific literacy but other literacies as well to practice their observation skills. Students will continue their observation using their sense of taste. With this information, they will graph data about which apple variety was their classmates’ favorites. To close out the lesson, students will be helping choose the topic of their science experiment. Inquiry based learning looks much different in first grade than it would in high school but no matter the setting, guided inquiry is critical for moving students “beyond simple fact finding to deep learning.” (Maniotes, 2014). Through all these experiences, students will be fostering multiple subject area knowledge along with various new literacies. TAG Museum Exhibit/Unit Theme: Apples Display/Lesson Title: Apple Detectives Grade Level: 1 st Additional Resources:  Computer with access to YouTube  Anchor chart materials (paper, markers)  Variety of apples for tasting © 2019 AMERICAN COLLEGE OF EDUCATION 27

21ST CENTURY LITERACIES (approximately 5 varieties)  Tally chart and blank bar graph  Science experiment materials (varies) Essential Questions:  How can we use adjectives to describe an apple’s taste and appearance?  How do we collect data and how can represent it in a graph?  What is the scientific method? Content Areas: ELA Science Math Overview of the Display/Lesson In this lesson, students will engage in a variety of activities while they are being ‘apple detectives.’ The lesson will start out with a video about apples as a background knowledge activation strategy. (Video linked in references) Following the video, the class will engage in a discussion in which the teacher draws focus to the first fact in the video which states that there are over 7500 varieties of apples. The teacher will supply at least five different apple varieties for students to view. The class will discuss adjectives to describe the appearance of the apples. After the group discussion, students will be broken to groups to begin making an apple adjectives mini poster/anchor chart. It will be a T chart type construction with appearance adjectives on one side and taste adjectives on the other. Next students will participate in an apple taste test with the 5+ varieties of apples they were describing. Upon tasting, students will be adding taste adjectives to their mini chart for each variety. When tasting has finished, voicing their opinion on their favorite apple variety. Once all students have given their opinions, they will be making a tally chart which will then be converted to bar graph. The last activity varies for each class that would complete the lesson. The teacher will facilitate a discussion using the question, “What questions do you have about apples?” Results and materials will vary for the next portion of lesson as it is driven by student interest and curiosity. As stated in the article © 2019 AMERICAN COLLEGE OF EDUCATION 28

21ST CENTURY LITERACIES Interest Matters , “interest is essential to academic success.” (Harackiewicz et al., 2016) Following the discussion, the teacher will choose a question that will be fun and simple to test out using the scientific method. Prior to starting experiment, review the scientific method then complete the apple experiment. Students will be filling out an experiment worksheet to document their scientific process. IDENTIFIER Literacies Learner DI Delivery Content Level S T AV A D Conten t Proces s Produc t Foundationa l Developmenta l Extende d Visual X X X X X X X X X Digital X X X X X X X X X Economi c X Scientific X X X X X X X X X Critical X X X X X X X X X GLOSSARY Strategies for Struggling Learners: Striving readers and writers will be supplies with a word bank to aid in completing their mini anchor chart within heterogenous groups. The word bank will contain both example adjectives for apples as well as nonexamples. Striving math learners will work with a partner to complete the graphing activity after collecting data using a tally chart. Lastly, they will be completing the experiments in a small group with teacher guidance. Strategies for Average Learners: Average learners will work with heterogenous groups to complete the mini anchor chart. They will work independently on the graphing activity with regular check-ins with the teacher. © 2019 AMERICAN COLLEGE OF EDUCATION 29

21ST CENTURY LITERACIES During the science experiment, average learners will work with an advanced learner to complete the worksheet and experiment. Strategies for Advanced Learners: Advanced learners will be tasked with completing the mini anchor chart and graphing activities independently. For students who show a good level of digital literacy, they may be given the option to make their anchor chart in a digital format. During the science experiment, they will be paired with an average learner to aid them in their learning. Standards: CC.1.3.1.F- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CC.2.4.1.A.4- Represent and interpret data using tables/charts 3.1.1.A5- Identify and describe plant parts and their function. 3.1.1.A9- Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations Process: Students will be using many literacies over the course of this lesson including scientific, digital, and visual. They will be engaged in whole group activities/discussions, small group work, and independent work. Through this lesson’s activities, students will apply a variety of skills to further develop their abilities and critical thinking skills. Product: During each task, students of different levels have the opportunity to be successful on their level. At the foundational level, students engage in the initial discussion then be broken into © 2019 AMERICAN COLLEGE OF EDUCATION 30

21ST CENTURY LITERACIES groups to best work on their level (small group with teacher, small group/partners, or independent). At the developmental level, students participate in a taste test and practice graphing skills. They will show their learning by adding to their mini anchor chart and completing a graph with the data they collected. Lastly, at the extended level, students will work in the best grouping for their level (small group, partner, or independent) to complete their apple experiment using the scientific process. Foundational Level: The foundational level starts by listening to an apple facts video in whole group. They will then view apples and discuss adjectives before being sent to make an apple adjective mini poster. This activity will help build knowledge about apples and practice their observation skills. Developmental Level: In the developmental level, students will participate in taste test with the apples they were previously describing. They will add the associated adjectives to their mini anchor chart. Following the tasting, student will collect data about which apple was a favorite for their classmates. This data will then be converted into a bar graph. The transfer from tally chart to bar graph will be completed in the same groupings as the mini anchor chart, with varying levels of teacher guidance. Extended Level: As an extended activity, students will engage in a regarding what questions they still have about apples. The next activity will be driven by their interest following the discussion. The teacher will select a question that lends itself to an experiment. The students will work through the scientific process to answer the posed question. © 2019 AMERICAN COLLEGE OF EDUCATION 31

21ST CENTURY LITERACIES References American College of Education. (2022). LIT 5373: Module 4 [Lecture Notes Module 4 Part 2Transcript: Preparing the Display]. Canvas.https://ace.instructure.com/courses/1887878/external_tools/118428 Bensusen, S. J. (2020). The Power of Observation. Science and Children , 57 (5), 60–65. Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters. Policy Insights from the Behavioral and Brain Sciences , 3 (2), 220–227. https://doi.org/10.1177/2372732216655542 Maniotes, L. K., & Kuhlthau, C. C. (2014). MAKING THE SHIFT. Knowledge Quest, 43(2), 8- 17. https://go.openathens.net/redirector/ace.edu/login? url=https://www.proquest.com/scholarly-journals/making-shift/docview/1620878836/se-2 © 2019 AMERICAN COLLEGE OF EDUCATION 32